贵州高校研究生对导师满意度调查研究——以贵州财经大学为例

A Survey of the Satisfaction of Postgraduate Students with Tutors in Guizhou:Taking Guizhou University of Finance and Economics

研究生对自己指导老师满意程度的高低直接影响到研究生教育质量的好坏,本文采用自行设计的问卷并在贵州财经大学研究生院协助下发放,调查问卷的内容主要为高校研究生对导师的满意度,并运用SPSS软件将调查数据进行统计分析,分析结果可得出以下结论:首先,在读研究生对导师满意度普遍比较高,较为显著的关联性中,研究生的自我学习状态与对导师的满意度成正比,自我学习状态越好,对导师的满意度则越高;其次,从读研目的方面比较,潜心学术研究者对导师的满意度高,且明显高于具有其他目的的学生;再次,从研究生个人计划方面进行比较,计划读博深造者对导师的满意度高于无读博计划者;最后,年级、性别、学术类型、是否调剂和是否跨专业等影响因素与高校研究生对导师的满意度无明显相关性,且双方没有明显影响。在此基础上,本文分别从改革教学方法和纠正入学动机等方面提出提高导师满意度的具体建议和措施。

The level of satisfaction of postgraduate students with their tutors directly affects the quality of postgraduate education. This paper distributed self-designed questionnaires with the help of the postgraduate school of Guizhou University of Finance and Economics. The content of the questionnaires is mainly postgraduate students＇ satisfaction with their tutors. The SPSS software was used for the statistical analysis of the survey data. The analysis of the results can lead to the following conclusions： firstly, the degree of postgraduate students＇ satisfaction with their tutors is generally high, and among the relatively prominent correlations, self-learning status is directly proportional to the satisfaction with tutors, namely, the better their learning status is, the higher their satisfaction with tutors is; secondly, in terms of the purposes of pursing postgraduate education, those who are devoted to academic research have a significantly higher degree of satisfaction with their tutors than that of others with other purposes; thirdly, in terms of personal planning, those who plan to pursue a doctoral degree have a significantly higher degree of satisfaction with their tutors than that of others with no such pursuit; finally, such influencing facts as grades, genders, academic types, whether a postgraduate student＇s major is his first choice, and whether a postgraduate is studying in a different major from his undergraduate major, have not significant correlation with the satisfaction, and they don＇t exert obvious influence on each other. On this basis, specific suggestions and measures to improve the satisfaction of tutors are proposed from the aspects of reforming teaching methods and correcting the motivation of admission.